ORGANIZATION OF THE PROCESS ACQUIREMENT OF THE PROFESSIONAL EXPERIENCE OF THE FUTURE PRIMARY SCHOOL TEACHERS IN THE UNIVERSITIES OF AUSTRALIA

Abstract

The article examines the Australian experience of organizing the process of acquiring professional experience for future teachers of elementary school in the process of their studies at universities. The essence of the concept is the professional experience, which, in the opinion of scientists, better reflects the content of many teacher training programs, where the future specialist takes an active part in complex professional activities. It describes its peculiarities and significance for qualitative preparation of a highly skilled teacher, which is the ability to integrate theoretical knowledge with practical skills, and to master the important professional skills necessary for working with pupils of junior school age. The main purpose of obtaining professional experience for future teachers is to get acquainted with the educational process, to take on the role of a teacher, to interact with the pedagogical team, pupil, parents, to develop the ability to apply theoretical knowledge in practice. The main ways of optimization of professional experience within the framework of teacher training programs are determined, among which should be allocated early professional experience, with intensive supervision of experienced teachers; close collaboration between universities and practice teachers in providing professional experience; carefully planned professional experience that combines theory and practice. The guidelines underlying the practical training programs at Australian universities have been identified. The main types and duration of professional experience within the framework of teacher training programs are described. The concept of supervisor, preceptor, mentor is disclosed, their common and distinctive features are determined, as well as their place and significance in the process of professional training of specialists. The factors that characterize the high-quality mentor are determined. The positive influence of the leadership on the process of vocational training of future primary school teachers and their adaptation in school conditions is described.

Key words: professional training; primary school teacher; practice; professional experience; supervisor; preceptor; mentor.